日本理財教育課程綱要層級分析—以臺北地區國、高中公民科教師為例

• Main Authors: Chang, Yi-Ting, 張伊婷
• Other Authors: Zeng, Yong-Qing
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/2usfex

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 106 === The purpose of this study is to explore the priority of financial education curriculum guideline between the junior and senior high school civics teachers in Taipei City and New Taipei City. Based on the “2015 Financial Education Goals by Age Group from Primary School through High School” set by Central Council for Financial Services Information in Japan, the research adopted questionnaire surveys to analyze the differences in the priority of financial education curriculum guidelines between junior and senior high school Civics teachers with different backgrounds and to further explore junior and senior high school Civics teachers’ opinions on the priority of the importance of the four themes and curriculum standards in the financial education curriculum guidelines by AHP method. The conclusions are as follows : 1. The background variables of junior and senior high school Civics teachers like gender and the number of different financial management courses, have significant differences on some of four themes of Japan financial education curriculum guideline; while others like teaching period and interest in teaching financial management are no significant difference. 2. Junior and senior high school Civics teachers’ opinions on the priority of the importance of four themes in the Japan financial education curriculum guidelines is decided in the following order: “Financial life planning and household expense management”, “Rights of and risks to consumers and prevention of financial trouble”, “Career education” and “Mechanisms of finance and economy”. 3. Junior and senior high school Civics teachers’ opinions on the priority of the importance of all goals in the Japan financial education curriculum guidelines ranked as follows: The top five of goals of junior high school Civics teachers are “Understanding consumers' rights and responsibilities, and acquiring the attitude to make use of such knowledge.”, “Acquiring the basic knowledge and the attitude to act as a self-reliant consumer.”, “Understanding the significance of work and the value of money.”, “Acquiring the skills to gather information about one's everyday consumption, and use it appropriately.”, and “Understanding the significance of savings, and acquiring the habit of saving.”. The top five of goals of senior high school Civics teachers are “Acquiring the basic knowledge and the attitude to act as a self-reliant consumer.”, “Acquiring the skills to gather information about one's everyday consumption, and use it appropriately.”, “Understanding consumers' rights and responsibilities, and acquiring the attitude to make use of such knowledge.”, “Understanding the causes of consumer trouble, and being able to think daily about the way to handle money.”, and “Having dreams, as well as thinking of ways and acquiring the attitude to make efforts toward their realization.”.